Reflections on speech—language therapists' talk: implications for clinical practice and education
Alison Ferguson,
Elizabeth Armstrong,
Corresponding Author
Alison Ferguson
University of Newcastle, Callaghan Newcastle, Australia
Speech Pathology Discipline Convenor & Program Co-ordinator, School of Language & Media, Faculty of Education & Arts (General Purpose Building GP1.18), University of Newcastle, University Drive, Callaghan Newcastle NSW 2308, Australia; e-mail: Alison. [email protected]Search for more papers by this authorAlison Ferguson,
Elizabeth Armstrong,
Corresponding Author
Alison Ferguson
University of Newcastle, Callaghan Newcastle, Australia
Speech Pathology Discipline Convenor & Program Co-ordinator, School of Language & Media, Faculty of Education & Arts (General Purpose Building GP1.18), University of Newcastle, University Drive, Callaghan Newcastle NSW 2308, Australia; e-mail: Alison. [email protected]Search for more papers by this authorAbstract
Background: Research into the practices of speech–language therapists in clinical sessions is beginning to identify the way communication in clinical interactions both facilitates and potentially impedes the achievement of therapy goals.
Aims: This target article aims to raise the issues that arise from critical reflections on the communication of speech–language therapists for both clinical practice and clinical education of future speech–language therapists.
Methods & Procedures: The paper reviews the past and current literature into the communication of speech–language therapists with their clients and provide examples drawn from the authors' own empirical research.
Outcomes & Results: It is argued that one cannot assume that the current rhetoric regarding collaborative practice matches what is currently done in clinical work.
Conclusions: This paper calls attention to the need to evaluate critically the processes and nature of acculturation that occurs during the first stages of professional development as a student speech–language therapist through to the ongoing development of professional practice.
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